English, especially reading?
No Questions
Answer Teachers
3 What are the difficulties?
English is not an exact science. Students’ lack of motivation,
passages that are not interesting and lack of the time
1 1
4 Why do you think that
those factors make you difficult to teach reading?
Culture, most of the students speak Indonesian and Javanese
in their daily life. So it is difficult for them to have such
kind of habit to speak in English.
Environment, I mean English in Indonesia is taught as a foreign
language. Therefore the frequency to speak in English or
just read a book or magazines in English is seldom or even never.
1 1
5 How do you solve the
problem? Find out the most difficult thing
that is able to be changed. For example, vocabulary. I can
improve student’s vocabulary bank by giving them interesting
passages, etc.
I try to motivate them that reading is not a boring subject by
giving them the freedom of choice and interpretation to
understand passages. 1
1
6 What strategy do you use
to teach reading? Personal guiding. It is purposed
to encourage the students that reading is not a scary subject.
Questions and answer, skimming, scanning, finding the
theme, find out difficult vocabulary, etc.
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7 What successful strategy
do you use to teach reading so far?
I can say, personal guiding is successful for reducing the
students’ fear of English. Find out the difficult vocabulary
and find out the theme of passages.
1 1
8 In your opinion, what kind
of topic that is appropriate for the students?
Dialog, memo, business letter, etc
2
The result of the interview showed that reading is important indeed in English. However, there was difficulty in teaching English, especially reading
subject. For instance, students’ lack of motivation toward reading subject, unfamiliar passages which contain difficult vocabulary, and lack of the time
were considered as factors that make teaching reading process difficult. Another factor was that Indonesian culture and environment consider English
as a foreign language. Therefore the use of English in students’ daily life was very minimum. Even to read magazines, newspaper, or articles in English,
students were better not to read it instead of making them headache. There was also strategy to teach reading, for example question-answer,
finding the theme, and finding new vocabulary. A teacher applied guiding personal strategy that was purposed to reduce students’ fear of English. The
teacher said that that strategy was successful so far to reduce students’ fear of
English. Moreover, the appropriate topics for the students were about business letters, dialog, and memo. However, it was possible to have additional topic as
long as it was suitable for the students.
B. Formulating Goals, Topics and General Purposes
The researcher made preparations to design reading materials based on the result obtained from the previous step. This step was known as Planning
on the R D step. The preparations consisted of formulating goals, topic and general purposes. Those were discussed as follows.
1. Goals
This research focused on the strategy to teach reading by using one of reading strategy called Interactive Models. Therefore, the objective of
this course was to facilitate students to understand reading passages and dialog easier by implementing Interactive Models. The goals formulated
based on the curriculum of SMK BOPKRI 1 Yogyakarta.
Table 4.3. The Adapted Goals from the syllabus of SMK BOPKRI 1 Yogyakarta
Goal: The students are able to communicate in English equal to Novice Level
2. Topics
Here, the students were to learn 8 topics of reading materials based on the research and information collecting. The topics presented were as
follows.
Table 4.4. Topics Units
Topics Title
1 My New school
My New School 2
Home Home Sweet Home
3 Market
At The Market 4
Camping Mom’s Disapproval
5 Job
Cathy gets a job 6
Memo Memo
7 Application Letter
Urgently Required 8
Business Letters Order Letter
Complain Letter
3. General Purposes
Next, the researcher formulated general purposes for every topic of learning. The descriptions of the general purposes are as follows.
Table 4.5. General Purposes Units
Topics General Purposes
1 My New school
Comprehend a dialogue or passage about greetings using Interactive Model strategy
2 Home
Comprehend a letter about describing places using Interactive Model strategy.
3 Market
Comprehend the dialogue about bargaining using Interactive Model strategy
4 Camping
Comprehend the dialogue about agreement disagreement using Interactive Model strategy.
5 Job
Comprehend a dialogue about Job using Interactive Model strategy
6 Memo
Comprehend a passage about memo using Interactive Model strategy
7 Application Letter
a. Know how application letter look like and
how to make it b.
Comprehend an application letter using Interactive Model strategy
8 Business Letters
A. Understand how business letter look like
and how to make it
B. Comprehend a business letter using
Interactive Model strategy
C. Stating the Learning Objectives
Next, the researcher determined the learning objectives that should be achieved by the students in the end of the course. The learning
objectives were as follows.
Table 4.6. Learning Objectives Units
Topics Learning Objectives
1 My New School
a. Identify the correct spelling of the missing
letters. b.
Answer the Wh-questions based on the information from the dialog.
c. Make a family tree.
2 Home
a. Identify the correct words from the
paragraph. b.
Answer the Wh- questions based on the information from the paragraph.
c. Identify the correct titles for the paragraphs.
d. Label the picture with the correct item.
Units Topics
Learning objectives
4 Camping
a. Complete and identify the correct words
from the sentences. b.
Find the specific information from the dialog.
c. Arrange jumbled words and make correct
sentences. 5
Job a.
Identify the correct words from the dialog b.
Answer the Wh- questions based on the information from the dialog.
c. State opinion based on the jobs provided.
6 Memo
a. Identify the correct spelling of the missing
letters. b.
Find the specific information from the paragraph.
c. Answer true or false questions based on the
text. 7
Application Letter a.
Identify the correct spelling of the missing letters from the text.
b. Answer the Wh- questions based on the
information from the application letter. c.
Complete the missing words from the sentences.
d. State opinion toward the jobs based on the
pictures provided. 8
Business Letters a.
Infer meaning by choosing the correct words from the text.
b. Answer the Wh- questions based on the
information from the business letters. c.
Write a correct order letter and complaint letter.
D. Listing the Subject Content
Based on the data resulted from the previous step, the researcher developed the reading materials. There were 8 units in this instructional
material. Each unit consisted of several questions in pre reading activity. The questions consisted of difficult vocabulary that was underlined to
make the students easier to understand the materials. The researcher PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
needed 90 minutes time allocation for each meeting since the students spent more time to read the materials. Here, the researcher was to develop
learning activities and experiences. Moreover, the researcher prepared three sections to help students understand the reading materials. Those are
pre-reading activity, whilst reading activity, and post reading activity. The detailed were as follows.
1. Pre-reading activity
This section aimed to stimulate students’ background knowledge through several questions related to the topic of the passages or
dialogs. In addition, the questions involved difficult vocabulary from the passages or dialogs. The difficult vocabulary was to be underlined
to make the students easier to find the meaning. Here the students were to make prediction of what the meaning of the underlined word was.
Therefore, the students were ready to discuss the detail of the passages or dialogs.
2. Whilst reading activity
This section consisted of passages, dialogs, memo, and business letters. The activities in this section used Interactive Model as a basis
to develop the materials. As the researcher stated before, Interactive Model is the combination of bottom-up and top down process. Next,
the students completed missing letters and words from the text and dialog based on the topic of each unit. Here, the students bottom-up
model. In order to find the missing words and letters, the students have PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
